David McGeary, Harris County Department of Education
A great deal has been made about the impact of Web 2.0 tools on the world of education. We know that students access and interact with online information in a unique way, but what impact does this new culture of interaction have on information literacy and the ability of our students to evaluate, critique, share and collaborate using online information? This presentation will assess the information literacy of today's students along with an exploration of how web 2.0 tools can improve literacy.
Add your own notes for this session here by simply clicking the "Edit this Page" icon above, type your notes, and then click "Save".
Notes from Marcel Kielkucki, Director of HS Completion Programs, Kirkwood Community College (mkielku@kirkwood.edu) Breakout Session 4-Web 2.0 and Information Literacy—David McGeary
One of the biggest issues facing us now that we have embraced a group of students who have grown up in a technology culture.
What is information literacy—it’s a set of abilities requiring individuals to recognize when information is needed and having the ability to locate, evaluate, and to use it effectively
In the 1990’s, computer literacy, network literacy, and media literacy were added to the larger idea of information literacy. Network literacy is of importance—the idea of connectivism
Kids see information in the regards of the personal networks they create and in which they participate. Information is constantly in motion and can be in change.
As a result the relationships can become more important than the information itself you gain from the relationship.
The Big 6 Model—Eisenenberg and Berkowitz:
1) Task Definition 2) Information seeking strategies 3) location and access 4) Use of information 5) synthesis 6) evaluation
But that has changed to the 5 A’s of information: (Ian Jukes)
1) Asking—key questions to answer
2)Accessing—relevant information
3) Analyzing—the acquired information
4) Applying—the information to a task
5) Assessing—the end result in the process
The problem with these models is that what are the value of the process that has been created—a linear or circular pattern—is missing. (Framing a significant question or set of questions, the research or creative exploration to find answers, and the communication skills to convey information literacy competency.)
The sharing of information is an important part of the process that needs to be incorporated more into the education process
When you start sharing information, it stops just being information shared because it can take on cultural value—so how do you make sense of it all?
GlobeScan study from 26 countries asked if internet access should be a fundamental right? Of those surveyed, nearly 50% agreed.
The broad majority of adult learners who access online resources don’t see online as the primary method of accessing information—example is people who use maps rather than a GPS or Smart Phone.
Eric Schmidt—Google Executive—said the following about what the Internet will look like in 5 years. Some items he said were: The future of the internet will be defined by teen behavior now, pages will be geared toward app jumping, the center of the universe will be socially-based, not information-based, the majority of content will be media, majority of text information will be in Chinese.
Think about today—do kids use books for research, or computers? Think about how we used to look at card catalogs—talk to librarians to see how students today are accessing information.
In K-12 education, kids spend 240 minutes per day with print media at school, and 38 minutes at home. On the contrary they spend 429 minutes per day with digital media at home, and 31 minutes per day at school. Based on a 2009 Kaiser Family Foundation study. This shows the disconnect.
Students today are more information-savvy because of the mobile web on their phones, but that can cause conflict with educators—the distraction of the cell phone.
Younger generation today is generating lots of information online that the older generations today are looking at/for, however, does the younger generation needs assistance in critical analysis—how many of you take the first item that pops up in a web search? An example was given on Google China vs. Google for Tiananmen Square—if you took the first result what would you find?
The tools can become more overwhelming than the information that’s out there.
Mitchell Kapor—“Getting information off the Internet is like taking a drink from a fire hydrant.”
You have to accept the fact that not all information on the Internet is of value. You have to be able to determine that value and so do our students. There’s more information, but has that led to being better educated?
We’ve got a tremendous amount of information today, but we have trouble making sense of it. (It’s like herding cats.)
So how do we approach this problem? How can we make them lifelong learners in a digital age?
Henry Jenkins—“In hunting cultures, kids play with bows and arrows. In an information society, they play with information.”
As educated adults, we use information resources to accomplish our goals. Students however may not see it the same way. We have to move them from the social media world to a more regimented way that will help them use resources to accomplish goals.
Most American students are unprepared for real-world application of technology—quote unattributed.
Collaboration benefits students for real world applications
Seth Godin—“Everything you do now ends up in your permanent record. The best plan is to overload Google with a long tail of good stuff and always act as if you’re on Candid Camera, because you are.”
Companies today are googling applicants to see if there’s anything negative online they have posted/created.
E-Portfolios are a way to create a record for yourself.
Socialization aspect is not new, but it opens a new door for learning opportunities—the ability to share and create content—Wikis are a great example of how this can occur
Web 2.0 allowed for social sharing of information (Wikis, GoogleDocs, GoogleApps, etc.)
New version of Bloom’s—Remembering, Understanding, Applying, Analyzing, Evaluating, Creating—take this in a gaming concept/Web 2.0 context
Research done on search habits of students. Of 600 students, the broad majority (283) will evaluate the first two hits only.
The value of text—Jacob Nielsen—eye tracking studies. He attaches cameras to glasses. Areas of scrutiny are color coded. Adult Professionals go to an F shape. Key focus is at the beginning, somewhat in the middle, and little at the end. Teenage kids looked at extreme personal interest—very spotty.
Broad majority of student information is taken in at the top and the top only. Information that fills more than just the screen will not be considered meaningful for students. Replace it with activities or media.
Tools to use: Visuwords or Wonderwheel—graphic organizers for words. Key words are linked to other terms that might be applicable/or have relationships.
Aardvark—another resource—you ask a question, the website finds someone to answer the question, and you get a response in a few minutes.
Information literacy is recognizing you need information, knowing where to go to get it, evaluate it, synthesize it. Connectivism is the idea that information moves around networks a dis constantly being shared and changed. The Big 6 is the first attempt to identify information gathering that doesn't live in book. Newe information literacy is the 5 A's. Asking, Accessing, Analyzing, Applying and Assessing. New to the list is the addition of the communication skills. Is access to information a fundamental right? 50% strongly believe it is. We all have different values on how to access the information though. Find image by eic Schmidt called the Internet in 5 years. google says that what the Internet will do in 5 years depends on teen behavior. Lookc for wikipedia video by vpro www.pro.nl/backlight. Librarians saw this coming. During the day at school students spend 240 min accessing print media. At him they will spend 429 min of their own time accessing digital media. Our students are more information savvy than we ever were. We need to teach our students how to evaluate the information found online.
New blooms remembering, understanding, applying, analyzing, evaluating, creating. Visuwords and the wonder wheel online graphical dictionary. Aardvark fantastic resource for asking questions. Questions answered by experts and specialists.
Session 5 universal design for learning and accessibility for online courses. UDL is a framework for designing curricula in a way accessible for all. It offer flexibility in ways info is presented,ways for students to response, ways students are engaged, reduces barriers, provides accommodations, and uplifts and challenges maintains achievement expectations for all a students. UDL gives students options for receiving information and producing. Example not just text but also images and videos and audio. It is a framework for presenting information in a way that all tudentsare su Ccessful. The what, how, and why. Key thing is to make all students expert learners.
UDL Editions from Googles World Book Day CAST Verticy Learning offers a resource room, Rti from tier one to three, ELL rooms. They offer lots of resources for challenged learners. Send info to C Davis.
FVS uses TextHelp in their online courses. TextHelp let's students highlight, take notes, text to speech.
Pearson WriteToLearn software which is an environment for learning, practicing, and assessing. Offers text to speech and dictionary help. The software will offer feedback on writing assignments. A scoreboard summary of work is returned with a rating of poor, fair, or excellent.
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David McGeary, Harris County Department of Education
A great deal has been made about the impact of Web 2.0 tools on the world of education. We know that students access and interact with online information in a unique way, but what impact does this new culture of interaction have on information literacy and the ability of our students to evaluate, critique, share and collaborate using online information? This presentation will assess the information literacy of today's students along with an exploration of how web 2.0 tools can improve literacy.
Add your own notes for this session here by simply clicking the "Edit this Page" icon above, type your notes, and then click "Save".
Notes from Marcel Kielkucki, Director of HS Completion Programs, Kirkwood Community College (mkielku@kirkwood.edu)
Breakout Session 4-Web 2.0 and Information Literacy—David McGeary
One of the biggest issues facing us now that we have embraced a group of students who have grown up in a technology culture.
What is information literacy—it’s a set of abilities requiring individuals to recognize when information is needed and having the ability to locate, evaluate, and to use it effectively
In the 1990’s, computer literacy, network literacy, and media literacy were added to the larger idea of information literacy. Network literacy is of importance—the idea of connectivism
Kids see information in the regards of the personal networks they create and in which they participate. Information is constantly in motion and can be in change.
As a result the relationships can become more important than the information itself you gain from the relationship.
The Big 6 Model—Eisenenberg and Berkowitz:
1) Task Definition 2) Information seeking strategies 3) location and access 4) Use of information 5) synthesis 6) evaluation
But that has changed to the 5 A’s of information: (Ian Jukes)
1) Asking—key questions to answer
2)Accessing—relevant information
3) Analyzing—the acquired information
4) Applying—the information to a task
5) Assessing—the end result in the process
The problem with these models is that what are the value of the process that has been created—a linear or circular pattern—is missing. (Framing a significant question or set of questions, the research or creative exploration to find answers, and the communication skills to convey information literacy competency.)
The sharing of information is an important part of the process that needs to be incorporated more into the education process
When you start sharing information, it stops just being information shared because it can take on cultural value—so how do you make sense of it all?
GlobeScan study from 26 countries asked if internet access should be a fundamental right? Of those surveyed, nearly 50% agreed.
The broad majority of adult learners who access online resources don’t see online as the primary method of accessing information—example is people who use maps rather than a GPS or Smart Phone.
Eric Schmidt—Google Executive—said the following about what the Internet will look like in 5 years. Some items he said were: The future of the internet will be defined by teen behavior now, pages will be geared toward app jumping, the center of the universe will be socially-based, not information-based, the majority of content will be media, majority of text information will be in Chinese.
Think about today—do kids use books for research, or computers? Think about how we used to look at card catalogs—talk to librarians to see how students today are accessing information.
In K-12 education, kids spend 240 minutes per day with print media at school, and 38 minutes at home. On the contrary they spend 429 minutes per day with digital media at home, and 31 minutes per day at school. Based on a 2009 Kaiser Family Foundation study. This shows the disconnect.
Students today are more information-savvy because of the mobile web on their phones, but that can cause conflict with educators—the distraction of the cell phone.
Younger generation today is generating lots of information online that the older generations today are looking at/for, however, does the younger generation needs assistance in critical analysis—how many of you take the first item that pops up in a web search? An example was given on Google China vs. Google for Tiananmen Square—if you took the first result what would you find?
The tools can become more overwhelming than the information that’s out there.
Mitchell Kapor—“Getting information off the Internet is like taking a drink from a fire hydrant.”
You have to accept the fact that not all information on the Internet is of value. You have to be able to determine that value and so do our students. There’s more information, but has that led to being better educated?
We’ve got a tremendous amount of information today, but we have trouble making sense of it. (It’s like herding cats.)
So how do we approach this problem? How can we make them lifelong learners in a digital age?
Henry Jenkins—“In hunting cultures, kids play with bows and arrows. In an information society, they play with information.”
As educated adults, we use information resources to accomplish our goals. Students however may not see it the same way. We have to move them from the social media world to a more regimented way that will help them use resources to accomplish goals.
Most American students are unprepared for real-world application of technology—quote unattributed.
Collaboration benefits students for real world applications
Seth Godin—“Everything you do now ends up in your permanent record. The best plan is to overload Google with a long tail of good stuff and always act as if you’re on Candid Camera, because you are.”
Companies today are googling applicants to see if there’s anything negative online they have posted/created.
E-Portfolios are a way to create a record for yourself.
Socialization aspect is not new, but it opens a new door for learning opportunities—the ability to share and create content—Wikis are a great example of how this can occur
Web 2.0 allowed for social sharing of information (Wikis, GoogleDocs, GoogleApps, etc.)
New version of Bloom’s—Remembering, Understanding, Applying, Analyzing, Evaluating, Creating—take this in a gaming concept/Web 2.0 context
Research done on search habits of students. Of 600 students, the broad majority (283) will evaluate the first two hits only.
The value of text—Jacob Nielsen—eye tracking studies. He attaches cameras to glasses. Areas of scrutiny are color coded. Adult Professionals go to an F shape. Key focus is at the beginning, somewhat in the middle, and little at the end. Teenage kids looked at extreme personal interest—very spotty.
Broad majority of student information is taken in at the top and the top only. Information that fills more than just the screen will not be considered meaningful for students. Replace it with activities or media.
Tools to use: Visuwords or Wonderwheel—graphic organizers for words. Key words are linked to other terms that might be applicable/or have relationships.
Aardvark—another resource—you ask a question, the website finds someone to answer the question, and you get a response in a few minutes.
Information literacy is recognizing you need information, knowing where to go to get it, evaluate it, synthesize it. Connectivism is the idea that information moves around networks a dis constantly being shared and changed. The Big 6 is the first attempt to identify information gathering that doesn't live in book. Newe information literacy is the 5 A's. Asking, Accessing, Analyzing, Applying and Assessing. New to the list is the addition of the communication skills. Is access to information a fundamental right? 50% strongly believe it is. We all have different values on how to access the information though. Find image by eic Schmidt called the Internet in 5 years. google says that what the Internet will do in 5 years depends on teen behavior. Lookc for wikipedia video by vpro www.pro.nl/backlight. Librarians saw this coming. During the day at school students spend 240 min accessing print media. At him they will spend 429 min of their own time accessing digital media. Our students are more information savvy than we ever were. We need to teach our students how to evaluate the information found online.
New blooms remembering, understanding, applying, analyzing, evaluating, creating.
Visuwords and the wonder wheel online graphical dictionary. Aardvark fantastic resource for asking questions. Questions answered by experts and specialists.
Session 5 universal design for learning and accessibility for online courses. UDL is a framework for designing curricula in a way accessible for all. It offer flexibility in ways info is presented,ways for students to response, ways students are engaged, reduces barriers, provides accommodations, and uplifts and challenges maintains achievement expectations for all a students. UDL gives students options for receiving information and producing. Example not just text but also images and videos and audio. It is a framework for presenting information in a way that all tudentsare su
Ccessful. The what, how, and why. Key thing is to make all students expert learners.
UDL Editions from Googles World Book Day CAST Verticy Learning offers a resource room, Rti from tier one to three, ELL rooms. They offer lots of resources for challenged learners. Send info to C Davis.
FVS uses TextHelp in their online courses. TextHelp let's students highlight, take notes, text to speech.
Pearson WriteToLearn software which is an environment for learning, practicing, and assessing. Offers text to speech and dictionary help. The software will offer feedback on writing assignments. A scoreboard summary of work is returned with a rating of poor, fair, or excellent.
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